Abstract
The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations.
Highlights
Education and understanding are as old as the inception of man
Based on the themes generated from the interview as presented in table 5 on the question posed to the in-service post graduate students. It was observed from figure 5 that 56% of in-service post graduate students replied that Woodwork Technology Education (WTE) curriculum should be restructure to focus on learner centred approach, 78% replied that workshops and seminars should be organise for WTE lecturers on adopting Project-Based Learning (PoBL) in WTE education and understanding, 56% replied that institutes should enforce compliance on adopting PoBL in WTE education and understanding, and 44% replied that regular feedback on the effectiveness of PoBL in WTE education and understanding are the strategies for integrating PoBL in WTE education and understanding at tertiary institutes of Nigeria
Develop Framework for Enforce Compliance on PoBL Adoption. It is through effective integration of appropriate instructional strategy like PoBL in WTE education and understanding that students skills can be effectively acquire, and Nigeria’s technological development objective can best be achieve, since adopting an appropriate instructional strategy is one of the conditions that can influence effective skills and knowledge acquisition
Summary
Education and understanding are as old as the inception of man. Education and understanding are versatile concepts that are required at all times for correct identification of indices for developments in the society[1]. [9] pointed out that the dominant method of instruction in woodwork technology in tertiary institutes of Nigeria involves the lecture method This trend has resulted in producing WTE graduates who lacked the skills to be employable at the labour market [10]. In this regard, [11] asserted that one of the reasons that hindered students from attaining efficient skills which may lead to self-reliant or employed is the adoption of traditional teacher centred instructional technique in tertiary institutes offering Technical Vocational Education and Training (TVET) in Nigeria of which WTE is a part. There is a need to refocus the instructional approach of WTE from teacher-centred to a more learner-centred approach for efficiency in skill acquisition at tertiary institutes in Nigeria iJET ‒ Vol 14, No 20, 2019
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
